Barriers to the implementation of specialized reading instruction in secondary co-taught classrooms: an exploratory study

King‐Sears, Margaret E.; Stefanidis, Abraham; Brawand, Anne

doi:10.1080/13540602.2019.1627311

Cited by 7 publications

(7 citation statements)

References 53 publications

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“…Students with disabilities are included in these classrooms at higher rates than ever before (Lintner & Kumpiene, 2017), and yet they may not have the underlying skills necessary to acquire and use the volume of critical facts and concepts that are required (Bulgren et al, 2013). Evidence indicates teachers find it difficult to address the underlying strategies and provide SDI when there is so much content, and the pace moves so quickly that students are given accommodations instead of instruction (Bulgren et al, 2013; King‐Sears, Stefanidis, & Brawand, 2019; Lintner & Kumpiene, 2017). Adding an additional teacher increases the complexity further.…”

Section: Discussionmentioning

confidence: 99%

Instruction in secondary cotaught classrooms: Three elements, two teachers, one unique approach

Weiss

Rodgers

2020

Psychology in the Schools

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Coteaching is a widely used service delivery model for students with disabilities who access the general curriculum.Instruction in cotaught classrooms is meant to be qualitatively different from instruction in solo-taught classrooms; however, this is not always the case. In this article, we describe a framework for thinking about and planning instruction in cotaught classrooms that includes evidencebased practices from special education and specially designed instruction. Examples are included and discussed. K E Y W O R D S coteaching, psychology, schools, teachers

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Section: Discussionmentioning

confidence: 99%

Instruction in secondary cotaught classrooms: Three elements, two teachers, one unique approach

Weiss

Rodgers

2020

Psychology in the Schools

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“…Si manifesta attraverso la fornitura di servizi e strumenti per garantire successo scolastico e crescita umana delle/gli studentesse/i con disabilità. La cornice normativa di questo approccio all'educazione inclusiva è offerta dall'Individuals with Disability Education Act (U.S. Department of Education, 2021), in cui si precisa che l'accesso ai programmi scolastici deve avvenire "in the least restricted environment", ossia nel contesto meno segregativo possibile (King-Sears et al, 2019). Per Young, Clendon, & Doell (2021) invece, l'inclusione si realizza quando la/o studentessa/e partecipa attivamente alla vita della classe e se ne sente parte.…”

Section: Ta E Inclusione Scolasticaunclassified

A Scoping Review on Teacher Agency for Inclusive Education: Mapping Existing Evidence and Conceptual Frameworks

Andreoli

Zaniboni²,

Ghirotto³

et al. 2022

Form@re

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In recent years, inclusive education research in Italy and internationally has reflected upon teacher agency and its implications for students’ full inclusion. Since teacher agency for inclusive education is an emerging theoretical construct, interpreted in different ways in the literature, it is first necessary to aggregate existing studies, appraising both theoretical conceptualizations and available evidence. To this objective, we conducted a systematic scoping review of recent international literature on the topic. Eight theoretical frameworks emerged from the literature. Also, barriers to teacher agency were mapped e.g., the dominant ableist culture, the perceived inadequacy in the relationship with the students with disability, the special education teacher unpreparedness on specific learning contents, the marginalization of the special education teacher, and the lack of school administration support. On the other hand, teachers proved they are capable of change towards more inclusive practices thanks to resilience, teamwork, and beliefs on students’ abilities. Mappare evidenze e framework teorici dell’agency docente in relazione all’inclusione: una scoping review sistematica. Negli ultimi anni, la ricerca sull’inclusione scolastica in Italia e all’estero si è interrogata sull’agentività dei docenti e sulle implicazioni pratiche che essa comporta ai fini della piena inclusione di tutte/i le/gli studentesse/i. Dal momento che l’agency inclusiva è un costrutto teorico emergente, interpretato in modi differenti in letteratura, è anzitutto necessario aggregare gli studi esistenti, dal punto di vista delle concettualizzazioni teoriche e delle evidenze disponibili. Per questo, abbiamo condotto una scoping review sistematica della più recente letteratura internazionale sul tema. Emerge il ricorso a otto framework teorici e si evidenziano gli ostacoli all’esercizio dell’agency inclusiva, tra cui la cultura abilista dominante, la percezione di inadeguatezza nel rapporto con le/gli studentesse/i, l’impreparazione dell’insegnante di sostegno su alcuni specifici contenuti disciplinari, la disuguaglianza di status fra docente curricolare e di sostegno, la mancanza di supporto da parte della struttura di governance della scuola. D’altro canto, le/gli insegnanti dimostrano di essere in grado di modificare le pratiche in senso inclusivo, grazie alla loro resilienza, al lavoro in team e a profonde convinzioni sulle capacità delle/i studentesse/i.

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“…En términos de la comprensión lectora, se entiende por instrucción especial para la lectura la instrucción sistemática explícita con permanente retroalimentación durante múltiples oportunidades de práctica (Denton, Bryan, Wexler, Reed & Voughn, 2012), por lo que el docente debe ser un líder en diseño instruccional. En este sentido, King-Sears et al (2019) identifican que una de las barreras que no permiten que los estudiantes reciban instrucción especializada por parte de los docentes de aula y de apoyo, es porque la co-planeación se centra en el contenido. Por ello sugiere diseñar e implementar diferentes modelos de co-planeación (como, por ejemplo, la enseñanza en estación, la co-planeación alternativa), así como la implementación de la tecnología con la que se pueden remover las barreras y así poder desarrollar instrucción especializada en lectura en las escuelas secundarias con enfoque hacia la inclusión.…”

Section: Rol Del Docente En La Enseñanza De La Comprensión Lectoraunclassified

Características de los ambientes de aprendizaje enriquecidos con TIC para la comprensión lectora en el ciclo de la Educación Básica

Pérez-Benítez¹,

Barreto²

2021

Saber Cienc. Lib.

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Los bajos resultados de los estudiantes de educación básica en Lenguaje en las pruebas nacionales e internacionales, sus consecuencias negativas en la movilidad y permanencia en la educación superior y en el desarrollo socioeconómico regional, demandan que desde las escuelas se implementen estrategias para fortalecer la comprensión lectora con apoyo de las TIC. El objetivo del artículo es indagar sobre las características de los ambientes de aprendizaje que integran las TIC para favorecer la comprensión lectora y el papel que deben jugar los docentes en su implementación. Se consultaron bases de datos, libros y documentos digitales con los criterios: comprensión lectora, integración de la TIC, y ambientes de aprendizaje, y los términos: lectura crítica, tecnologías digitales, entornos de aprendizaje, en inglés y en español, entre 2014 y 2021, de los cuales se analizaron 72 que cumplieron con el propósito de la revisión y 31 parcialmente. Se concluye con la identificación de los recursos TIC que se integran a los procesos pedagógicos para favorecer la comprensión lectora, las características del entorno que se pueden incorporar en el diseño de los ambientes de aprendizaje y los roles que debe asumir el docente para su implementación en el ciclo de la educación media.

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Barriers to the implementation of specialized reading instruction in secondary co-taught classrooms: an exploratory study

Cited by 7 publications

References 53 publications

Instruction in secondary cotaught classrooms: Three elements, two teachers, one unique approach

Instruction in secondary cotaught classrooms: Three elements, two teachers, one unique approach

A Scoping Review on Teacher Agency for Inclusive Education: Mapping Existing Evidence and Conceptual Frameworks

Características de los ambientes de aprendizaje enriquecidos con TIC para la comprensión lectora en el ciclo de la Educación Básica

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